Science Teachers’ Self-efficacy in Instruction and Self-efficacy in Student Engagement across Estonia, Japan, and Turkey

Year 2020, Issue: 18, 29 - 41, 24.07.2020

Eren Ceylan

https://doi.org/10.30786/jef.751536

Cited By: 2

Abstract

Self-efficacy of science teachers has attracted many researcher interest since its association with teachers’ quality of instruction, teachers’ job satisfaction, and student’s achievement and motivation. Therefore, it is very crucial to investigate the factors that affect science teacher’s self-efficacy beliefs such as the components of school climate, the indicators of sources of self-efficacy, and teachers’ background characteristics. In this respect, this study was carried out to reveal the effect of a set of variables such as professional collaboration among teachers, teacher-student relation, disciplinary climate, needs for professional development in subject matter and pedagogy, workplace well-being and stress, experience of teachers, and gender of teachers on science teachers’ self-efficacy in instruction and self-efficacy in student engagement in Estonia, Japan, and Turkey. The variables of this study were gathered from the TALIS 2018. Multiple Logistic Regression was run to estimate the science teachers’ odds of having high self-efficacy in instruction and in student engagement across three countries. The results revealed that whereas significant odds ratios were yielded for some of variables related to school climate, sources of self-efficacy and teachers’ backgrounds, the magnitudes of the odds ratios show some variations across the countries.

Keywords

Science teachers’ self-efficacy, sources of self-efficacy, school climate, TALIS 2018

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